For this reflection, use the Artifact Analysis/Reflection page in our shared Evernote notebook and your phone/ipad camera to capture a photo of a student's complete worksheet, analyze the worksheet and the student's answers, and reflect on what the student has learned from the class activity.
I will have to do this during this current week (11/15) since last week one of my CT's was out at a conference, and the other was on a field trip on the days I am available to visit.
1. What is the lesson about? The Cell City Analogy worksheet was used as a warm-up activity to help students participate in the discussion about the language used in an essay about cells. Students will interpret and analyze the text and relate it to values in society. Students will utilize keen observation skills to "see beyond seeing" and describe the relationships of the cell parts. Students then reviewed several PowerPoint slides where they took notes following the template/handout provided to them and then would compare and contrast different types of cells and relate organelles o their functions with the help of a coloring sheet. 2. Photo of student's work. . 3. Summary of Tasks Do Now - Med Cognitive Level-Students discuss question or topic on board and then class discuss the material together as a review/recap/opening to the activity on hand Cell City Analogy - High Cognitive Level - students interpret and analyze a text to recognize the functions of cell organelles Notes/Coloring- Med Cognitive Level - students record notes on key concepts in PowerPoint and then apply the skills learned by justifying the naming conventions used for organelles through class discussion and by summarizing the most important functions of cells in order to complete the coloring sheet. 4. Describe what students were supposed to learn during this lesson. Students were to first discuss the roles of cells that were discussed during the previous class and use that knowledge to read and analyze a text to interpret the identity of cell organelles based on their functions in the society. Students will then take additional notes on the cell and then work in small cooperative groups to complete the animal cell coloring sheets.
5. Based on students answers on the worksheet, what did the student understand? What evidence do you have for this?
Yes, the student understood the assignment which you can tell based on the written answers and coloring.
6. What might the student be struggling with? What evidence is present?
The only question the student did not answer was in regards to here ribosomes are made, however I believe this was just an oversight, because this student actively participated in conversations and was helping students complete their worksheet during group work.
7. Were you satisfied that the worksheet or task was adequate for this topic? What changes might improve this resource in the future? Why?
The worksheet acted as a good summary for students while taking notes. However in the future, I would find it more beneficial for students to draw out their own cell (both plant and animal) to reinforce their knowledge and understanding.
I will have to do this during this current week (11/15) since last week one of my CT's was out at a conference, and the other was on a field trip on the days I am available to visit.
1. What is the lesson about?
The Cell City Analogy worksheet was used as a warm-up activity to help students participate in the discussion about the language used in an essay about cells. Students will interpret and analyze the text and relate it to values in society. Students will utilize keen observation skills to "see beyond seeing" and describe the relationships of the cell parts. Students then reviewed several PowerPoint slides where they took notes following the template/handout provided to them and then would compare and contrast different types of cells and relate organelles o their functions with the help of a coloring sheet.
2. Photo of student's work.
3. Summary of Tasks
Do Now - Med Cognitive Level-Students discuss question or topic on board and then class discuss the material together as a review/recap/opening to the activity on hand
Cell City Analogy - High Cognitive Level - students interpret and analyze a text to recognize the functions of cell organelles
Notes/Coloring- Med Cognitive Level - students record notes on key concepts in PowerPoint and then apply the skills learned by justifying the naming conventions used for organelles through class discussion and by summarizing the most important functions of cells in order to complete the coloring sheet.
4. Describe what students were supposed to learn during this lesson.
Students were to first discuss the roles of cells that were discussed during the previous class and use that knowledge to read and analyze a text to interpret the identity of cell organelles based on their functions in the society. Students will then take additional notes on the cell and then work in small cooperative groups to complete the animal cell coloring sheets.
5. Based on students answers on the worksheet, what did the student understand? What evidence do you have for this?
Yes, the student understood the assignment which you can tell based on the written answers and coloring.
6. What might the student be struggling with? What evidence is present?
The only question the student did not answer was in regards to here ribosomes are made, however I believe this was just an oversight, because this student actively participated in conversations and was helping students complete their worksheet during group work.
7. Were you satisfied that the worksheet or task was adequate for this topic? What changes might improve this resource in the future? Why?
The worksheet acted as a good summary for students while taking notes. However in the future, I would find it more beneficial for students to draw out their own cell (both plant and animal) to reinforce their knowledge and understanding.